A glimpse into student learning – factors that stimulate learning efficiency and academic performance

Abstract

The study aims to examine to which extend do university teachers influences the learning effectiveness and academic performance of third-year pedagogy and special education students. The main hypothesis of the experimental paper refers to the increase of learning efficiency and academic performance of students through specific interventions to positive influence student learning. The quantitative study was conducted through a questionnaire, on a sample of 105 participants. The results show that regulatory interventions by teachers have a positive impact on students’ university trail, through them effective learning is stimulated and academic performance is improved.